21st-Century Topics and Tools

I decided to explore mass, volume and density as my topic for finding 21^st century learning tools. But focus on density as my main topic. I thought it would be interesting to see what I could find for online resources. Since most of the experiments dealing with mass, volume and density are hands on. Mass, Volume and Density retrieved from http://ippex.pppl.gov/interactive/ is an excellent site and resource for students to use. The website is a great tool to introduce students to mass, volume and density. It defines the basic concepts of mass, volume and density using simple definitions.  Also, it gives the students how each is measured or calculated.  It walks you through each concept and gives you interactive and visual examples.  Students could work in groups and work through the website answering the questions and solving the problems given. At the end of the tutorial there are questions to ignite the students learning. I could have the students work together and answer the questions together. The great part is if the students are having trouble answering a question they can go back through the tutorial. Then the students are able to check their answers. After viewing the website students should have a clear understanding about mass, volume and density.

 But if I wanted to further the students understanding of density before performing a lab this same site has a virtual lab called “Virtual Density Lab”. Students are able to manipulate the materials to see their weight, measure volume and then calculate density. The students are also able to drop them into a pail and select 6 different liquids to see if they float or not. Using the Virtual Density Lab is a great resource to teachers and students. This way teachers do not have to worry about clean-up or human error. The students are getting the experience of using a web based lab and learning about density. The challenges I might face with this is I might not have enough computers for everyone to use. Also, as much as technology is evolving in classrooms I would still want to allow the students to physically handle materials and liquids in a hands on experiment. I would allow the students to use the website since they use different materials such as gold, which I could not probably find.

I found another website where students could work on solving for density, mass and volume, http://www.algebralab.org/practice/practice.aspx?file=algebra_densitypractice.xml. I would use this website to allow students to work in groups solving the questions. I would use this in the classroom as practice for the students. When they are done they can check their answers. If the students were having trouble with their answers we could go over the questions together. No problem I see with this website is it only gives the formula for density.  Therefore, the students would need to know how to convert the formula so you can find mass and volume. I could explain this to the students before using the website.

Algebra lab. (2011). Science: Practicing using the formula for density. Retrieved from

            http://www.algebralab.org/practice/practice.aspx?file=algebra_densitypractice.xml

Ippex Online. (2011). The Interactive Physics Modules. Mass, volume, and density.

          Retrieved from http://ippex.pppl.gov/interactive/.

Ippex Online. (2011). The Interactive Physics Modules. Virtual density lab. Retrieved

from http://ippex.pppl.gov/interactive/.

For my experiment I chose to use a cotton wash cloth, a plastic sandwich baggie, the plastic bubble wrap from the thermometer and a piece a newspaper (Figure 2). Out of the materials I selected I predicted from best to worst as, the bubble wrap, sandwich bag, wash cloth then the newspaper.  I chose the bubble wrap and the wash cloth based on my text readings.  The bubble wrap since as stated to have the best insulation you need to have a material with many small spaces, such as “Styrofoam, glass wool and wool cloth” (Tilley, B., Enger, E. & Ross, F., 2008).  Instead of the wool cloth I had to use a cotton washcloth. As for the sandwich bag I thought I might be able to make a vacuum.    The newspaper I chose to thinking it was not going to be a great insulator since the paper would be difficult to get around the cup. Also, I figured the paper would get wet due to the condensation from the hot water, but the paper did not get wet. So I do believe I did not get a great seal around the cups edge.

The results of my experiment are found in Figure 1.  My results were not really accurate with I had predicted.  I was correct in assuming the bubble wrap would hold the heat the best. The second best insulator was the cotton washcloth. I would predict if it was wool it would have held the temperature almost exactly where it started.  Lastly, I found the sandwich bag and the newspaper where close to even with their temperatures as seen in figure 1. But after thinking about what I read about insulators, I did realize that my prediction of the sandwich bag was a little off.  There is nothing about plastic as being an insulator. Overall I was pleased with the results I discovered. 

Overall I was very pleased with my results of my experiment. If I was to perform the experiment again I think I might try using plastic wrap and creating a vacuum as well as many using aluminum foil. The plastic wrap could have created a small vacuum in the sense of no air escaping or entering.  I think the temperature would have remanded the same and would have been the best insulator between the two. But on the other hand the text book did not say anything about plastic being a good insulator. I wonder if anyone from our class did use plastic wrap.  I would have liked to see a dramatic drop in the temperature and I believe I could have found this using the aluminum foil.  Again like I stated above I think I would not be able to get a tight seal around the cup with aluminum foil. 

Material	Original Temperature	Ending Temperature
Wash Cloth	40 ° C	37 ° C
Sandwich Bag	40 ° C	34 ° C
Bubble Wrap	40 ° C	38 ° C
Newspaper	40 ° C	35 ° C

Figure 1

 

Figure 2

All four cups after the 30 minutes.

   





Reference

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York:
           

            McGraw-Hill.

Week 2 Scientific Inquiry Experiment

When choosing a question to explore I chose the effect different surfaces affect the momentum of marbles. To test the marbles momentum I first knew my velocity of the marble would be different due to human error. I would not be able to guide the marble at the same speed every time.  So I decided to use a straw which I cut in half.  I then took the marble and placed it at the top of the straw.  To make sure I had the same height in the straw I used the other piece to make sure I was always at the same height. So the next questions I chose to answer were how far will the marble go on the coffee table, bathroom tile and finally carpet?  I chose these questions because I knew each would have a different effect to the momentum due to friction. I found threw my questions that the marble traveled the furthest to shortest in the following order, coffee table, tile and carpet. 

When I tested the marble on the coffee table the marble continued all the way across the table until it fell off.  I came to the conclusion the table allowed for the most momentum due to less friction resistance.  The tile was the most interesting. The momentum moved the marble over the divots in the tile but then started to slow down and then slightly seemed to bounce and change direction and the marbles momentum slowed.  The tile was the most surprising result for me. The carpet was obviously created the most resistance in momentum due to friction.

The modifications I would change you to probably use a more stable ramp to let the marble go down. The straw worked fine it was just temporary. But within the classroom I would want to use something more structured. I liked the questions which were posed to us. I do not think I would want to change much about the experiment if I was going to teach 2^nd thru 6^th grade. But for myself I still think just allowing the students to find answers on their own in kindergarten is a little challenging. In kindergarten I could use the questions and reword them into simpler terms and use them as science stations, using small groups with a teacher/aid with the students only for guidance.   With each experiment I could start with information about how it relates to the students’ lives.   Such as, momentum I could use the story about falling up the stairs. Then at the end of the experiments students can find how it fits into their lives.

 I would like to see the students learn how the definitions and meanings relate to real life or on their own. It would be great for the students to understand and learn about velocity, mass, and momentum on their own, and to be able to describe/define them to me in their own words.  I believe I was able to come away with this myself since I was able to see the effects of each. 

Global Warming

If the polar ice caps were to melt I feel a lot would happen.  First all of the animals which are dependent on the sea ice will most likely become extinct.  They will lose their habitat and will suffer when having to find a new place to live.  All of the water which melts has to go somewhere.  The sea levels will rise and the land surrounded by water will be lost.  The continents will shrink and be underwater.  The coral life under the sea which is very sensitive to temperature changes will seize to exist.  The increased temperature can cause extreme weather events.  With the rate of deforestation and industrialization increasing the amount of carbon dioxide into the atmosphere our plants and ocean cannot absorb it fast enough.   I feel global warming is cause by many things and not enough is being done to reduce these effects.  Yes we have started to try and cut back with car emissions with hybrid cars but they lead to other problems.  Replanting trees after a harvest again is helping but not now, it takes years for new tress to grow and really help turn carbon dioxide around.  In my option I think we are a little too late.  We will never be able to stop global warming.  We might be able to slow down the process but it is inevitable, there is no way to re-build the ozone and our atmosphere.   This experiment was depressing to me in a way.  It is sad to think we helped to make global warming happen and they are little which can be done.  But who knows what we will be able to think of next to help elevate the amount of carbon dioxide.  Anything is possible I guess.

STEM Lesson Reflection

While developing my lesson plan I found the format to be every in depth.  I have only one made a lesson plan using this format for my second class at Walden.  Even when I was developing that lesson plan it was an effort which took place over the 7 weeks of the class.  Even still this outline was different.  I am not used to developing a lesson this way.  I found the 5 E’s somewhat useful.  I think I need to get used to them first before I am confident in using them.   The lesson plan I developed I feel is weak due to lack of use of the lesson plan format.  I lot of the time I felt like I was repeating myself in the different sections.  Is this right? 

If I was to implement this lesson I feel I would be able to do it justice in the classroom.  My lesson is a unit in itself since it is 4 weeks long I feel and I would be able to present it to my students appropriately.  But I do know I would have to make modifications along the way.  For example my questioning will change according to my student’s answers.  During the lesson I know I will have to be aware of the weather and since I am bringing my students outside to collect pine cones for their experiment.  Also, I will need to have pine cones in stock in case there are not enough for my students. 

Does anyone have any suggestions on how to make using this lesson template easier?

  

Lost and confused…. : (